An Analysis of the Foundations and Principles of the Teacher-Student Relationship Based on Martin Buber's Ontological Perspective

Background and Objectives: The aim of the research is to examine the foundations and principles of the teacher-student relationship, based on the ontological propositions of Martin Buber's perspective in the field of human communication with God and the world. Methods: The research is in a qualitative paradigm. The data collection method was documentary, and a descriptive-interpretative approach was used to analyze the data. In order to analytically examine the foundations and principles of the teacher-student relationship, an explicit deductive method has been used. Findings: Ten foundations and principles were analyzed based on theological propositions, and six foundations and principles were analyzed based on cosmological propositions. Conclusion: Students are imperfect beings and need the ontological help of the teacher to become complete.The teacher must first be equipped with a divine idea and a desirable worldview, and as a person who possesses personal authenticity, he must come to the classroom and, in the context of a desirable encounter with the student, help him fulfillment his existential personality and establish a correct connection with God, the world of creation, and other human beings. Organizing the teacher-student relationship based on principles derived from Buber's perspective can provide the basis for reducing moral conflicts, promoting understanding, and effective participation of teachers and students in classroom activities, and help fulfillment the personality and existential authenticity of both sides of the educational process. Therefore, it would be beneficial for teachers and student teachers to be aware of these educational teachings through holding educational workshops or in-service courses.